Transformational Leadership and Digital Administration in Improving School Service Quality
TL;DR
It is demonstrated that principal leadership functions as an active architect of institutional capability, not merely a contextual facilitator, in vocational education administrative services at SMKN 1 Sungai Tabuk, South Kalimantan.
Abstract
High-quality administrative services are essential for effective vocational education governance, yet the specific role of principal leadership in shaping these services remains underexplored in Indonesian vocational school research. This study examined the application of school principal leadership principles in improving the quality of vocational education administrative services at SMKN 1 Sungai Tabuk, South Kalimantan. A qualitative descriptive design was employed, with data collected through in-depth interviews with six purposively selected participants, non-participatory observation, and document analysis. Data were analyzed using Miles et al.'s interactive model, encompassing data condensation, display, and conclusion drawing, with trustworthiness established through source and methodological triangulation and member checks. Findings revealed that the principal's transformational leadership manifested through four interconnected dimensions: the development of a digital internship monitoring system (SIPKL), the reinforcement of industry partnerships encompassing curriculum synchronization and competency certification, the integration of Problem Based Learning and Project Based Learning across all vocational programs, and the phased advancement of Teaching Factory implementation. Notably, Teaching Factory remained operational in only one of four programs, and competency certification progress varied substantially across programs, reflecting uneven institutional reform trajectories. These findings extend transformational leadership theory to vocational administrative governance and demonstrate that principal leadership functions as an active architect of institutional capability, not merely a contextual facilitator. Practical implications are discussed for principal preparation programs and vocational education policy in Indonesia.